The four domains are the powerhouses which develop and implement strategies that can turn positive student engagement cultures into lived practice. Creating connections across the domains supports student and staff journeys through partnerships that can have real impact on the learning environment.

Governance and management

Student engagement in governance and management of higher education institutions is often viewed through the lens of involvement in committees, however, to enhance engagement and foster a culture of partnership, space for broader understanding is needed. Recognition of pre-existing hierarchies, decision-making cultures, and knowledge or information asymmetry is crucial to ensuring that students can fully participate and influence processes of policy development, implementation, and evaluation that are student-centred. It is from the governance domain that student engagement can be embedded throughout all institutional decision-making, projects, and policy developments.

Teaching and Learning

The environment of teaching, learning and assessment is where students and staff will most often engage. Approaches to student engagement are balanced between student engagement in their own learning and student engagement in the process of enhancing that learning. Partnership in this space can be pedagogical, curricular, and extra-curricular, founded on strong dialogic relationships, where staff and students recognise that their engagement can have wider influence in institutional change, emerging good practice, and quality assurance.

Quality Assurance and Enhancement

Student engagement in both quality assurance and quality enhancement is not only rooted in student participation throughout all processes, but the process itself is able to effectively capture and understand the ways in which student engagement is meaningfully supported and realised through practice. Quality assurance that has student engagement principles systematically embedded can ensure greater responsivity to the needs and aspirations of all students, as well as the scaffolding that staff require to turn partnership in to lived reality.

Student Representation and Organisation

Student-to-student engagement is an important element of an inclusive and collaborative system of partnership. The ability of all students to participate in democratic processes and elect their own representatives, coupled with the ability of students to self-organise, debate and discuss, to develop student-led opportunities, and to support one another throughout their learning journey, is core to enhancing capabilities to become change agents. The existence of effective systems of student organisation allows space for disagreement and dissent, while nurturing spaces that build consensus and the discovery of mutual goals.

The four domains are the powerhouses which develop and implement strategies that can turn positive student engagement cultures into lived practice. Creating connections across the domains supports student and staff journeys through partnerships that can have real impact on the learning environment.

Governance and management

Student engagement in governance and management of higher education institutions is often viewed through the lens of involvement in committees, however, to enhance engagement and foster a culture of partnership, space for broader understanding is needed. Recognition of pre-existing hierarchies, decision-making cultures, and knowledge or information asymmetry is crucial to ensuring that students can fully participate and influence processes of policy development, implementation, and evaluation that are student-centred. It is from the governance domain that student engagement can be embedded throughout all institutional decision-making, projects, and policy developments.

Teaching and Learning

The environment of teaching, learning and assessment is where students and staff will most often engage. Approaches to student engagement are balanced between student engagement in their own learning and student engagement in the process of enhancing that learning. Partnership in this space can be pedagogical, curricular, and extra-curricular, founded on strong dialogic relationships, where staff and students recognise that their engagement can have wider influence in institutional change, emerging good practice, and quality assurance.

Quality Assurance and Enhancement

Student engagement in both quality assurance and quality enhancement is not only rooted in student participation throughout all processes, but the process itself is able to effectively capture and understand the ways in which student engagement is meaningfully supported and realised through practice. Quality assurance that has student engagement principles systematically embedded can ensure greater responsivity to the needs and aspirations of all students, as well as the scaffolding that staff require to turn partnership in to lived reality.

Student Representation and Organisation

Student-to-student engagement is an important element of an inclusive and collaborative system of partnership. The ability of all students to participate in democratic processes and elect their own representatives, coupled with the ability of students to self-organise, debate and discuss, to develop student-led opportunities, and to support one another throughout their learning journey, is core to enhancing capabilities to become change agents. The existence of effective systems of student organisation allows space for disagreement and dissent, while nurturing spaces that build consensus and the discovery of mutual goals.

The four domains are the powerhouses which develop and implement strategies that can turn positive student engagement cultures into lived practice. Creating connections across the domains supports student and staff journeys through partnerships that can have real impact on the learning environment.

Governance and management

Student engagement in governance and management of higher education institutions is often viewed through the lens of involvement in committees, however, to enhance engagement and foster a culture of partnership, space for broader understanding is needed. Recognition of pre-existing hierarchies, decision-making cultures, and knowledge or information asymmetry is crucial to ensuring that students can fully participate and influence processes of policy development, implementation, and evaluation that are student-centred. It is from the governance domain that student engagement can be embedded throughout all institutional decision-making, projects, and policy developments.

Teaching and Learning

The environment of teaching, learning and assessment is where students and staff will most often engage. Approaches to student engagement are balanced between student engagement in their own learning and student engagement in the process of enhancing that learning. Partnership in this space can be pedagogical, curricular, and extra-curricular, founded on strong dialogic relationships, where staff and students recognise that their engagement can have wider influence in institutional change, emerging good practice, and quality assurance.

Quality Assurance and Enhancement

Student engagement in both quality assurance and quality enhancement is not only rooted in student participation throughout all processes, but the process itself is able to effectively capture and understand the ways in which student engagement is meaningfully supported and realised through practice. Quality assurance that has student engagement principles systematically embedded can ensure greater responsivity to the needs and aspirations of all students, as well as the scaffolding that staff require to turn partnership in to lived reality.

Student Representation and Organisation

Student-to-student engagement is an important element of an inclusive and collaborative system of partnership. The ability of all students to participate in democratic processes and elect their own representatives, coupled with the ability of students to self-organise, debate and discuss, to develop student-led opportunities, and to support one another throughout their learning journey, is core to enhancing capabilities to become change agents. The existence of effective systems of student organisation allows space for disagreement and dissent, while nurturing spaces that build consensus and the discovery of mutual goals.